Prof. CHIU Kin-fung, Thomas

BSc (HKUST), PGDE, PhD (HKU), MSc (PolyU)

Assistant Professor
Prof. CHIU Kin-fung, Thomas

Prof. CHIU Kin-fung, Thomas

Assistant Professor

HTB Rm. 303
3943 6932


Website
Introduction
Thomas Chiu is Assistant Professor of Digital Education at the Department of Curriculum and Instruction, and Associate Director of the Centre for Learning Sciences and Technologies at The Chinese University of Hong Kong since August 2019. Prior to this he was a Lecturer and School-university Partnership Director in the Faculty of Education at The University of Hong Kong. He has a strong academic background in mathematics, engineering, and technology, with extensive teaching and leadership experience in schools.

His research interests include Digital Education, STEM Education, and Teacher Education. To support research agenda, he has been successful in winning grants exceeding HK$256.49 million (USD$ 32.83 m) external fund and ~HK$ 0.64 m (USD$ 0.08 m) internal fund. These include AI for The Future.

Thomas is associate editor of Australasian Journal of Educational Technology (AJET) and The Asia-Pacific Education Researcher (TAPER), and book review editor of Interactive Learning Environments (NILE), and a member of editorial board of three journals in STEM education and educational technology, and is a reviewer for more than 20 international journals, and competitive grants. He is an international scholar of Centre for Self-determination Theory (SDT). Moreover, he has served on a few advisory panels for IT in education policy and curriculum development, and the Steering Committee on Strategic Development of Information Technology in Education.

Thomas is also the recipient of teaching awards from the University of Hong Kong, and Hong Kong Education Bureau and reviewer excellent award from the Journal Educational Technology Research and Development. He is a joint-faculty programme coordinator of BSc Learning Design and Technology, and his teaching expertise is Digital learning, STEM teaching with specific emphasis on mathematics and technology, and research method.

Thomas also provides consultancy services to design and organize school-based staff development activities. Outside of work, he is an avid chess, tennis, and football enthusiast.

To collaborate with Thomas in any of these professional or personal areas, please contact him at .
My site: https://sites.google.com/view/tchiu
ORCID: http://orcid.org/0000-0003-2887-5477
Twitter: @thomaskfchiu
Linkedin: https://www.linkedin.com/in/thomas-chiu-88469587/
ResearchGate: https://www.researchgate.net/profile/Thomas_Kf_Chiu
RESEARCH AREAS
  • Digital Education
  • STEM Education
  • Teacher Education
RESEARCH OUTPUT
(** my student as co-author; underline: corresponding author)
(Citations: 1,534; Source: google scholar, July 7, 2022)

Special Issues
  1. Learning guest editor, Sustainability, Digital Education for Sustaining Our Society, with Professor Ismailov (University of Tsukuba) and Professor Chai (Chinese University of Hong Kong)
  2. Leading guest editor, Journal for STEM Education Research: Affordances and Challenges of Emerging Technologies in STEM Education (2022) with Professor Yeping Li (Texas A&M University)
  3. Leading guest editor, The Asia-Pacific Education Researcher: Motivating online learning: The challenges of COVID-19 and beyond (2021) with Professors Tzung-Jin Lin (National Taiwan Normal University) and Kirsti Lonka (University of Helsinki)
  4. Guest editor, Educational Media International: Integrating mobile technologies, social media and learning design (2014) with Professor Daniel Churchill (University of Hong Kong)

Published Journal Papers
  1. Xia, Q.**, Chiu T. K. F., Lee, M., Temitayo I., Dai, Y., & Chai, C.S. (accepted). A Self-determination theory design approach for inclusive and diverse Artificial Intelligence (AI) K-12 education, Computers & Education. (5-year Impact Factor: 11.18)
  2. Yau, S., Chai, C.S., Chiu T. K. F., Meng, H., King, I., & Yam Y. (accepted). A Phenomenographic Approach on Teacher Conceptions of Teaching Artificial Intelligence (AI) in K-12 Schools, Education and Information Technologies . (IF: 3.67)
  3. Weng, X. J.**, Chiu T. K. F., & Tsang, C. C. (2022). Promoting student creativity and entrepreneurship through real-world problem-based maker education, Thinking skills and Creativity, Advanced online publication. https://doi.org/10.1016/j.tsc.2022.101046
  4. Chiu T. K. F., Sun J. C. Y., & Ismailov M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of Self-Determination Theory. Educational Psychology, Advanced online publication, https://doi.org/10.1080/01443410.2022.2074966 (IF: 3.12)
  5. Chiu T. K. F. (2022). School learning support for teacher technology integration from a Self-Determination Theory perspective. Educational Technology Research and Development. Advanced online publication, https://doi.org/10.1007/s11423-022-10096-x (IF: 5.58)
  6. Chai, C. S., Teo, T., Huang, F. , Chiu T. K. F. , & Wang, X. (2022). Secondary school students’ intentions to learn AI: Testing moderation effects of readiness, social good and optimism. Educational Technology Research and Development. Advanced online publication, https://doi.org/10.1007/s11423-022-10111-1 (IF: 5.58)
  7. Weng, X. J.**, Cui, Z., Ng, O-L, & Jong, M. S. Y., & Chiu T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making, Journal of Science Education and Technology. Advanced online publication, https://doi.org/10.1007/s10956-022-09961-4 (IF: 3.42)
  8. Ismailov M. , & Chiu T. K. F. (2022). Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective, Frontiers in Psychology. 13, 819884, https://doi.org/10.3389/fpsyg.2022.819884 (IF: 4.23)
  9. Chiu T. K. F. (2022). Applying the Self-determination Theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1) , 14-30. http://dx.doi.org/10.1080/15391523.2021.1891998 (IF: 3.28) [awarded the most read paper in the history]
  10. Weng X. J.**, Chiu T. K. F., & Jong, M. S. Y. (2022). Applying relatedness to explain learning outcomes of STEM maker activities, Frontiers in Psychology, 800569 https://doi.org/10.3389/fpsyg.2021.800569 (IF: 4.23)
  11. Chiu T. K. F., Meng, H., Chai C. S., King I., Wong S., & Yeung Y. (2022). Creation and evaluation of a pre-tertiary Artificial Intelligence (AI) curriculum. IEEE Transactions on Education, 65(1), 30-39. http://dx.doi.org/10.1109/TE.2021.3085878 (IF: 2.74)
  12. Chiu T. K. F. (2021). Digital support for student engagement in blended learning based on Self-determination Theory. Computers in Human Behavior, 124, 106909 http://dx.doi.org/10.1016/j.chb.2021.106909 (IF: 8.96)
  13. Chiu T. K. F. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments. http://dx.doi.org/10.1080/10494820.2021.1926289 (IF: 4.97)
  14. Chiu T. K. F., Lin T. J., & Lonka, Kirsti. (2021). Motivating online learning: The challenges of COVID-19 and beyond. Editorials. The Asia-Pacific Education Researcher, 30, 187-190. https://doi.org/10.1007/s40299-021-00566-w (IF: 2.56)
  15. Chiu T. K. F. (2021). A holistic approach to Artificial Intelligence (AI) curriculum for K-12 schools, TechTrends, 65, 796–807. http://dx.doi.org/10.1007/s11528-021-00637-1 (ESCI)
  16. Chai C. S., Lin P. Y., Jong M. S. Y. , Dai Y., Chiu T. K. F. , & Qin J. (2021). Primary school students’ perceptions and behavioral intentions of learning artificial intelligence. Educational Technology & Society, 24(3), 89 -101. (IF: 3.59)
  17. Chiu T. K. F., Chai C. S., Williams, J, & Lin T. J. (2021). Teacher professional development on Self-determination Theory-based design thinking in STEM education. Education Technology & Society, 24(4), 153–165. https://www.jstor.org/stable/48629252 (IF: 3.59)
  18. Ismailov M. , Chiu T. K. F. , Dearden J., Yamamoto Y., & Djalilova N. (2021) Challenges of internationalizing programmes in higher education: A systematic thematic synthesis of qualitative research on learner-centred English Medium Instruction (EMI) pedagogy, Sustainability, 13(22), 12642; https://doi.org/10.3390/su132212642 (IF: 3.89)
  19. Chiu T. K. F., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A Self-Determination Theory perspective. Sustainability, 12(14), 5568. https://doi.org/10.3390/su12145568 (IF: 3.89)
  20. Chiu T. K. F., Jong, M. S. Y., & Mok, I. A. C. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68, 2305-2320. https://doi.org/10.1007/s11423-020-09775-4 (IF: 5.58)
  21. Chiu T. K. F., & Lim, C. P. (2020). Strategic use of technology for inclusive education in Hong Kong: A content-level perspective, ECNU Review of Education, 3(4), 715-734. https://doi.org/10.1177/2096531120930861 (SCOPUS)
  22. Chiu T. K. F., & Hew, T. K. F. (2018). Asynchronous online discussion forum in MOOCs: Does openness matter for peer learning and performance?. Australasian Journal of Educational Technology, 34(4), 16-28. https://doi.org/10.14742/ajet.3240 (IF: 3.73)
  23. Lam, Y. W.**, Hew, T. K. F. , & Chiu T. K. F. (2018). Improving Hong Kong secondary school students’ argumentative writing: Effects of a blended learning approach and gamification. Language Learning and Technology, 22(1), 97-118. https://dx.doi.org/10125/44583 (IF: 4.69)
  24. Chiu T. K. F., & Mok, I. A. C. (2017). Learner expertise and mathematics different order thinking skills in multimedia learning, Computers & Education, 107, 147-164. http://dx.doi.org/10.1016/j.compedu.2017.01.008 (IF: 11.18)
  25. Chan, B. S. K., Churchill, D. , & Chiu T. K. F. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research. https://doi.org/10.19030/jier.v13i1.9907 (ERIC)
  26. Chiu T. K. F., (2017). Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process. British Journal of Educational Technology, 48(2), 524-537. http://dx.doi.org/10.1111/bjet.12432 (IF: 5.27)
  27. Chiu T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. Interactive Learning Environments, 24(6), 1355-1370. http://dx.doi.org/10.1080/10494820.2015.1006237 (IF: 4.97)
  28. Chiu T. K. F., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327. http://dx.doi.org/10.1080/10494820.2015.1113709 (IF: 4.97)
  29. Chiu T. K. F., & Churchill, D. (2015). Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: multimedia learning and variation theory. Computers & Education, 82, 280-291. https://doi.org/10.1016/j.compedu.2014.12.001 (IF: 11.18)
  30. Churchill, D. , Lu, J., & Chiu T. K. F. (2014). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163-165. https://doi.org/10.1080/09523987.2014.969895 (ESCI)

Pre-print (Journal)
  1. Ahmadi, A., Noetel, M., Parker, P. D., Ryan, R., Ntoumanis, N., Reeve, J., … Chiu T. K. F., …, Lonsdale, C. (2022, February 4, pre-print). A Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions. Journal of Education Psychology, Retrieved from psyarxiv.com/4vrym

Book Chapters
  1. Reeve, J., Ahn, J. S., Bartholomew, K. J., Chiu, T. K. F., Dias, T. L., English, J., Gargurevich, R., Haerens, L., Jang, H., Kaplan, H., Liu, W. C., López-Walle, J. M., Matos, L., Michou, A., Moss, J. D., Mynard, J., O’Donnell, A. M., Olaussen, B. S., Rauhala, T., Tristán , J., Veiga, F., Vicentine, E. C. C., & Wang, C. K. J. (2022). Teaching around the globe: A roundtable discussion of what teachers in different nations can learn from each other. In A. M. O’Donnell, N. C. Barnes, & J. Reeve, J. (Eds.). The Oxford Handbook of Educational Psychology. Oxford, NY: Oxford University Press.
  2. Chiu T. K. F. (2022). Designing inclusive and diverse Artificial Intelligence curriculum for K-12 Education. In: Ma W., Chan CK., Tong K., Fung H., Fong C. (eds) Digital Communication and Learning: Changes and Challenges. Springer, Singapore. https://doi.org/10.1007/978-981-16-8329-9_3.
  3. Ng K. H.**, & Chiu T. K. F. (2017). Emotional multimedia design for developing mathematical problem-solving skills. In: Ma W., Chan CK., Tong K., Fung H., Fong C. (eds) New Ecology for Education — Communication X Learning. Springer, Singapore. https://doi.org/10.1007/978-981-10-4346-8_11
  4. Chiu T. K. F. (2016). Effects of prior knowledge on mathematics different order thinking skills in mobile multimedia environments. In: Churchill D., Lu J., Chiu T.K.F., Fox B. (eds) Mobile Learning Design. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-10-0027-0_22

Scholar Books
  1. Churchill, D., Lu, J., Chiu, T. K. F., & Fox, B. (2016). Mobile learning design: Theories and applications. Springer: Singapore. [Top ten scholar book seller in 2016 Springer]

Book Reviews
  1. Weng, X. J.**, Jong, M. S. Y., & Chiu, T. K. F. (2020). Smart learning environments – lecture notes in educational technology. Bulletin of the Technical Committee on Learning Technology (ISSN: 2306-0212), 20(1).
GRANTS
External
  1. PI: Hong Kong Research Council – General Research Fund
    School Learning Support and Teacher Digital Competence from a Needs Satisfaction Perspective
    HK$324,000 (US$41,538), 2023-2024, project code: To be assigned.
  2. CO-I / Team Leader (Head of school engagement and teacher education): The Hong Kong Jockey Club Charities Trust
    AI for the future Phrase II. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
    https://cuhkjc-aiforfuture.hk/
    HK$98.02 million (US$12.49), 2022-2026, project code: To be assigned.
  3. CO-I: Education Bureau
    Provision of Services to develop a set of learning and teaching materials on AI for junior secondary (S.1-3) students and to provide the professional training programmes for teachers. PI: Professor Yeung Yam
    HK$ 1,399,987 (US $178,420), 2022-2023, project code: To be assigned
  4. CO-PI: Hong Kong Research Council - Theme-based Research Scheme
    Multimodal Approaches to Testing and Prediction in Early Academic Achievement: Chinese, English, and Mathematics. PI: Professor Catherine McBride (The Chinese University of Hong Kong)
    HK$37,570,000 (US$4,816,000), 2022-2026, project code: T44-410/21-N
  5. PI: Hong Kong Research Council - Early Career Scheme
    Hong Kong secondary school student interest and identity development in integrated Science, Technology, Engineering and Mathematics (STEM) education: A Self-determination Theory perspective.
    HK$483,000 (US$61,920), 2022-2024, project code: 2191277.
  6. PI: Quality Education Fund
    Incorporating aviation knowledge and communication to enhance STEAM curriculum.
    HK$1,551,100 (US$198,858), 2022-2024, project code: will be assigned.
  7. PI: Quality Education Fund
    The curriculum development of Artificial Intelligence and education in Hong Kong schools.
    HK$490,300 (US$63,115), 2021-2022, project code: 6906035.
  8. CO-I / Team Leader (Head of school engagement and teacher education): The Hong Kong Jockey Club Charities Trust
    AI for the future. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
    https://cuhkjc-aiforfuture.hk/
    HK$59,984,488 (US$ 7,690,318), 2019-2022, project code: 150046815.
  9. CO-I: Education Bureau - Standing Committee on Language Education and Research
    Hong Kong students’ acceptance of using flipped classroom in Chinese language subject and influencing factors. PI: Professor Dinky Lau (The Chinese University of Hong Kong)
    HK$616,001 (US$78,975), 2021-2022, project code: 182942995.
  10. CO-I: Education Bureau
    Using learning management systems (LMS) and IT tools to develop self-directed learning abilities of secondary school students. PI: Professor Morris Jong (The Chinese University of Hong Kong)
    HK$540,960 (US$ 69,353), 2020-2021, project code: 165936707.
  11. CO-I: Education Bureau
    Professional development programme for school teachers: Effective use of mobile computer devices for e-Learning. PI: Professor Morris Jong (The Chinese University of Hong Kong)
    HK$540,960 (US$ 69,353), 2020-2021, project code: 134503241.
  12. CO-I: The Hong Kong Jockey Club Charities Trust
    Jockey Club self-directed learning in STEM programme - Inspiring self-directed learners for the Future. PI: Professor Nancy Law (The University of Hong Kong). https://jcstem.cite.hku.hk/
    HK$30,820,000.00 (US$ 3,951,282), 2019-2021, project code: AR180050.
  13. CO-I: Education Bureau
    Research project on the development and validation of knowledge structures and assessment questions for the mathematics subject for student adaptive learning. PI: Professor Ida Mok (The University of Hong Kong).
    HK$1,399,680 (US$ 179,487), 2019-2020, project code: EDB(BCA)/P&S/5/2019/10.
  14. CO-I: University Grant Council - Funding Scheme for Teaching and Learning
    Joint university collaboration to develop students’ competence and leadership in promoting integrated STEM education. PI: Professor Lee (The Education University of Hong Kong)
    HK$4,953,900 (US$635,115), 2017-2019, project code: EdUHK5/T&L/16-19.
  15. CO-I: Education Bureau
    Multilevel leadership network for SDL innovation to advance STEM development. PI: Professor Nancy Law (The University of Hong Kong)
    HK$8,658,000 (US$102,564), 2017-2019, project code: KE160024.
  16. CO-I: Education Bureau
    Development of a student adaptive learning system for mathematics for primary schools to enhance learning and teaching. PI: Professor Ida Mok (The University of Hong Kong).
    HK$1,399,660 (US$ 179,487), 2017-2018. project code: EDB(BCA)/P&S/5/2017/78.
  17. CO-I: Hong Kong Research Council - Grant Research Fund
    Student engagement in online learning: What factors and strategies can be learnt from massive open online courses (MOOCs)?. PI: Professor Timothy Hew (The University of Hong Kong).
    HK$262,940 (US$33,710), 2016-2018, project code: 17651516.
  18. CO-I: Education Bureau
    Provision of consultancy services on school version of world skills competition. PI: Policy 21.org
    HK$ 6,000,000 (US$769,231), 2015-2016, project code: SVWS 150831.
  19. PI: Education Bureau
    Google products to enhance the effectiveness of lesson planning, peer collaboration and dissemination of good practices among teachers.
    HK$1,000,000(US$128,205), 2014-2015, project code: EDB(EID/ITE)/IT/PRO/22/144
  20. PI: Quality Education Fund
    Development of an information technology learning center.
    HK$800,000 (US$102,564), 2001-2002, project code: 20000292.

Internal
  1. PI: The Chinese University of Hong Kong – Direct Grant
    Teacher Professional Development on Artificial Intelligence in South Asian Regions
    HK$39,2000 (US$ 4,900), 2022-2023, project code: 4058094.
  2. PI: The Chinese University of Hong Kong - Grant Scheme for Internationalization of Curriculum
    Developing digital learning course for internationalization of curriculum through contemporary learning environments.
    HK$82,000 (US$ 10,512), 2020-2022, project code: 4170732.
  3. PI: The Chinese University of Hong Kong – Direct Grant
    A comparative study on a Self-determination Theory designed professional development programmes for Artificial Intelligence education.
    HK$39,200 (US$ 4,900), 2020-2021, project code: 4058077.
  4. CO-I: The University of Hong Kong - Dean Innovation Fund
    Designing and evaluating four master-level courses based on an active learning- flipped classroom-and-gamification framework. PI: Professor Timothy Hew (The University of Hong Kong).
    HK$246,701 (US$31,628), 2016-2018. project code: N/A.
  5. PI: The University of Hong Kong – Faculty Research Fund
    Benefits of group-based working space in multimedia e-portfolios.
    HK$30,000. (US$3,846), 2016-2017, project code: 200007704.
  6. PI: The University of Hong Kong – Faculty Teaching Development Fund
    Applying multimedia learning to online learning
    HK$80,000 (US$10,256), 2015-2016, project code: 000250335.
  7. PI: The University of Hong Kong – Faculty Research Fund
    Factors affecting motivation in multimedia learning
    HK$27,800 (US$ 3,564), 2015-2016, project code: 200007679.
  8. CO-PI: The University of Hong Kong – Common Core Teaching Development Grant
    Games: Playing, learning and society. PI: Professor Sam Chu (The University of Hong Kong)
    HK$70,000 (US$8,974), 2016-2017, project code: CCHU9060.
  9. PI: The University of Hong Kong – Faculty Research Fund
    How school learn innovation address school policies from the teachers’ perspective.
    HK$30,000 (US$3,846), 2013-2014, project code: 000250337.
EDITORSHIPS
Editor
  • Associate Editor, The Asia-Pacific Education Researcher, 2022-present
  • Associate Editor, Australasian Journal of Educational Technology, 2021-present
  • Book Review Editor, Interactive Learning Environments, 2021-present
  • Editorial Board Member, International Journal of STEM education, 2021-present
  • Editorial Board Member, TechTrends, 2021-present
  • Editorial Board Member, Computers & Education Open, 2021-present
  • Editorial Board Member, Vietnam Journal of Educational Sciences, 2021-present
  • Editorial Board Member, Frontiers in Education (STEM education), 2017-present
  • Editorial Board Member, Journal of Education and Training Studies, 2016-2019

Grant Reviewer
  • Swiss National Science Foundation, Europe, 2020-2021
  • Ministry of Education Tertiary Education Research Fund, Singapore, 2021-2022
  • University of Macau Multi-Year Research Grant – General Research Grant 2022
AWARDS AND HONORS
  • Reviewer excellent award 2021, Educational Technology Research and Development
  • The Hong Kong ICT Awards 2021: Smart People Award (Smart Education and Learning) Gold Award (from the project AI4future)
  • Nomination for The Falling Walls Engage Award 2021 (from the project AI4future)
  • Nomination for Saint Francis Prize in Techno-Humanities 2022 (from the project AI4future)
  • Faculty outstanding teaching award, Faculty of Education, The University of Hong Kong (2018)
  • Faculty early career teaching award, Faculty of Education, The University of Hong Kong (2016)
  • Honorary assistant professor, Faculty of Education, The University of Hong Kong (September 1, 2017 to August 31, 2021)
  • Outstanding professional performance (K-12), Education Bureau (2009)
INVITED TALKS AND WORKSHOPS
Invited Talks and Keynotes (Selected, since 2019)
  1. Building the future STEM workforce from K-12 in Greater Bay Area, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, February 25, 2021
  2. Are we at a turning point? Critical questions for sustainability and climate change educators an interdisciplinary roundtable, The World Environmental Education Congress Network, January 26, 2022
  3. Transforming school education in a post-pandemic world, Learning and Teaching Expo, December 8-10, 2021 (100 participants)
  4. Affordances and challenges of AI in higher education, Vocational Training Center, December 1, 2021 (130 participants)
  5. AI in and data for education, Learning and Teaching Expo online, July 23, 2021. (500 participants)
  6. AI and Mathematics Education, Hong Kong Association of Mathematics Education, June 30, 2021 (50 participants)
  7. IT in education e-Leadership Series: The strengths and opportunities of e-Learning development under the new normal, Education Bureau, April 23, 2021 (300 participants)
  8. E-learning sharing session, Hong Kong Education City, April 15, 2021 (210 participants)
  9. Motivation in remote learning: The challenges of COVID-19 and beyond, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, February 10, 2021 (200 participants)
  10. Rethinking Education in the Time of COVID-19, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, January 18, 2021 (300 participants)
  11. AI education development in Hong Kong, The Association of IT Leaders in Education , 29 October, 2020 (100 participants)
  12. AI education development in Hong Kong schools, Learning and Teaching Expo, December 5, 2019 (200 participants)
  13. The role of M in STEM education, Hong Kong Education Publishing, June 29, 2019 (150 participants)

Seminars and Workshops (Selected, since 2019)
  1. Blended learning projects Briefing session, The Chinese University of Hong Kong, July 7, 2022 (120 participants)
  2. Individual different in creative thinking, Fanling Government Primary School, June 28, 2022 (20 participants)
  3. Visualizing active learning processes and outcomes, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, December 14, 2021 (40 participants)
  4. Gamification and self-directed learning, Pui Tak Canossian School, December 8, 2021 (20 participants)
  5. Introduction to AI (secondary schools), Centre for Information Technology in Education, The University of Hong Kong, December 1, 2021 (30 participants)
  6. Nurturing young generations of effective educators and innovative professionals, International Outreach, The Chinese University of Hong Kong, November 27, 2021
  7. Introduction to AI (primary schools), Centre for Information Technology in Education, The University of Hong Kong, November 24, 2021 (60 participants)
  8. Speaker, Grand Opening Ceremony D & T hub, November 20, 2021 (120 participants)
  9. Designing tasks for activity-based learning in Mathematics and STEM, Yuet Wah College, Macau, November 13, 2021 (20 participants)
  10. STEM+, SKH Tsoi Kung Po Secondary School, October 21, 2021 (70 participants)
  11. Learning Design and Technology, Faculty of Education, Chinese University of Hong Kong (60 participants), October 16, 2021
  12. A Needs-Satisfaction Approach for Promoting More Integrated STEM Education: Hong Kong Case Studies, Faculty of Education, The University of Hong Kong, October 18, 2021 (40 participants)
  13. Blended learning, Ho Sik Nam Primary School, October 05, 2021 (20 participants)
  14. Blended learning, Tuen Mun Government Primary School, August 21, 2021 (20 participants)
  15. CETL Summer Sandbox Series, Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, July 21, 2021 (50 participants)
  16. Internationalization of curriculum: Case studies in CUHK and The University of Göttingen, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, July 19, 2021 (40 participants)
  17. Self-directed learning in AI education (primary school teachers), eFunLearning Limited, June 17, 2021 (50 participants)
  18. Digitalizing STEM learning and teaching, Faculty of Education, The Chinese University of Hong Kong, June 16, 2021 (90 participants)
  19. Self-directed learning in AI education (principals), eFunLearning Limited, June 10, 2021 (20 participants)
  20. AI Literacy for Secondary Students eFunLearning Limited, May 6, 12, 13, 2021 (20 participants)
  21. Teaching in the new normal, The CUHK School Heads Alumni Association, November 23, 2020 (200 participants)
  22. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 18, 2020 (30 participants)
  23. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (45 participants)
  24. Design for Flipped Learning in English Language, Cartias School Sponsor, November 13, 2020 (14 participants)
  25. How to use technology to foster student centered learning, Lok Sin Tong school organization, November 6, 2020 (300 participants)
  26. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (86 participants)
  27. Real-time ZOOM Training, Faculty of Education, The Chinese University of Hong Kong, March 31, 2020 (60 participants)
  28. ZOOM Training and Sharing, Faculty of Education, The Chinese University of Hong Kong, February 5-6, 2020 (100 participants)
  29. Introduction to STEM education, Holy Family Canossian School (Kowloon Tong), October 21, 2019 (70 participants)
  30. How to use assessment for learning: motivate students, Tai Po Sam Yuk Secondary school, September 19, 2019 (80 participants)
  31. STEM education, Ma Kam Ming Charitable Foundation (MKMCF) Ma Ko Pan Memorial School, February 28, 2019 (200 participants)
  32. Technology in STEM education, Faculty of Education, The University of Hong Kong, January 5, 2019. (50 participants)
ADVOCACY AND IMPACT
Humanizing Digital Learning and Teaching, by refocusing
  • emotional and agentic, rather than behavioral and cognitive engagement
  • needs-support, rather than disciplinary teaching

Digital Learning for K-12
My studies advocate it is important to emotionally and agentically engage students in learning with technologies through teacher needs-support. Teachers should have competencies to not only design needs-supportive digital learning environments, but also teach with technologies pedagogically

  • The Chinese University of Hong Kong Bulletin 2020
  • Radio shows
  • International media articles
    • 4 lessons from COVID-19 about digital learning, 360info hosted by Monash University in Melbourne, Australia, and led by Professor Andrew Jaspan
  • Selected newspaper articles
    • Educational technology innovation, master insight, November 12, 2021
    • Zoom students at home, Hong Kong Economic Journal, March 22, 2021.
    • The new normal of learning: Online classes, The Young Reporter, December 16, 2020.
    • Survey says Hong Kong students didn't like online learning during COVID-19 class suspension, South China Morning Post, June 2, 2020.
    • Rethinking Hong Kong education, Our Hong Kong Foundation, June 2, 2020.
    • A study on secondary student online learning, Singtao, May 22, 2020
    • Teaching and learning in the new normal, Sky Post, May 21, 2020
    • Teaching and learning in the new normal, Bastille Post, May 21, 2020
    • Teaching and learning in the new normal, Headline Daily, May 21, 2020
  • Press release
  • Emotional Digital resources for concept learning in mathematics, 2020
    • Thomas used my research output and learning theories such as Cognitive theory of Multimedia Learning and Cognitive-Affective Theory of Learning With Media and Variation Theory to work with teachers to design, develop and evaluate various digital resources for school closure.

AI education for K-12
My studies advocate AI K-12 curriculum that supports teacher autonomy can better optimize learning, especially through the teacher’s support of the students’ interests and needs. They also suggest learning outcomes should cover cognitive and affective domains, and learning activities should emphasize teacher-student communication.

CONFERENCE ORGANISATION
  1. Program Committee, HKAECT-HKAECT 2022 Conference International, 2017, 2022
  2. Technical Committee, 10th International Conference on Information and Education Technology 2022
  3. Program Committee, AI for People, 2021
  4. Sub-chair, Global Chinese Conference on Computers in Education. 2016, 2017, 2022
  5. Programme Committee, the International Conference on Blended Learning (ICBL), 2017-present
  6. Programme Committee, the International Symposium on Educational Technology (ISET), 2017-present
  7. Programme Committee, APSCE International Conference on Computational Thinking and STEM Education, 2017-present
  8. Organizing committee, International Mobile Learning Festival, 2014-2018
EXTERNAL SERVICES AND MEMBERSHIPS
Education Bureau
  1. Member, Task Force on QEF e-Learning Ancillary Facilities Programme
  2. Member, Steering Committee on Strategic Development of Information Technology in Education, Education Bureau
  3. Former member, Curriculum committee on technology education, Education Bureau.
  4. Former member, Public Examination committee on Diploma Level Information Communication and Technology, Hong Kong Examination Assessment association.
  5. Former member, Public Examination committee on Diploma Level Computer Studies, Hong Kong Examination Assessment association.
  6. Former member, Public Examination committee on Advanced Level Computer Studies, Hong Kong Examination Assessment association.
  7. Former member, Public Examination committee on Advanced Level Computer Applications, Hong Kong Examination Assessment association.